Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents.

Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish, ambiguous). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169.

Signal Decomposition of Conductivity Sensor Measurements on the Allegheny River, Pennsylvania.

Surface water conductivity measurements were used to evaluate the combined contribution of anions in western Pennsylvania from brines discharged by sources such as oil and gas wastewater treatment, coal-fired power plants, and coal mining activities. Conductivity sensor data were collected in the Allegheny River during a US Environmental Protection Agency and US Fish and Wildlife study that included seven sites covering 256 river km during the fall of 2012. Intermittent discharges, such as oil and gas wastewater, and continuous sources contributing to the conductivity were quantified using constrained and adaptive decomposition of time-series (CADETS) frequency analysis. CADETS was able to quantify the intermittent or short-term component of conductivity at sites where the intermittent fraction was 1 to 22% of the total conductivity. The demonstrated efficacy of the CADETS method for surface water quality analysis suggests it could be widely used to evaluate other water sensor data in rivers with both continuous and intermittent source impacts.